Educational Policy Issues of Singapore and South Korea

Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
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Bailey, T (2004). Self-directed Learning versus Learning in the Interests of Public Safety: A Dilemma in Adult Education. International Education Journal, 5(2): 215-220.
The article addresses the driving factors for learning. The motivation or purpose cast adult education in dilemma. The study articulated in the article was within the context of adult education and the triangulating variables that influence adult education and learning. The subjects in the study were the elderly motorists. The method used in the study was a survey that was done among the subjects to identify their learning needs. The study revealed that adult education theory perceive adult education as motivated by self-directed learning motives rather than the need to gain knowledge for public safety. In resolving the dilemma, the article reveals that it is important to critically examine the initial or immediate needs of the learner by identifying the position that learner is in.
Boldt, F. & Ross, S. (1998). “Scores on the TOEIC Test as a Functioning Time and Type.” TOEIC Research Report Number 3. New Jersey: The Chauncey Group International.
The article talks about the factors that determine or influence English language training. The TOEIC score can be used as an indicator of the level of training and ostensibly the competence. The variables identified to influence the training include the instructor, training materials’ content as well as the class size. The method used in the study was secondary where previous sets of TOEIC test scores were analyzed. The setting where the data sets were obtained is Japanese companies as well as the training institutions. The subjects were the candidates whose TOEIC scores (results) were being analyzed. The methods of analysis used were “linear regression and imputation” (Boldt
& Ross, 1998). Although the pre-test conditions were not available, it was revealed that the factors named above are important in determine training as they are fundamental components in training; each is important in its own capacity.
Boldt, R. & Ross, S. (n.d.). “Language Proficiency Gain on the Test of English for International Communication: Meta-Analyses of Japanese and Korean Corporate Language Programs.” TOEIC Research Report. 1-26.
The article addresses pertinent issues in relation to language learning in regard to English. The importance of proficient language learning is reflected in its pivotal role in enhancing international communication. The setting is within Asia specifically in Japan and Korea. The method used was secondary where works of other researchers were analyzed and put in the context of Japan and Korea (Meta analysis). However, there was a quasi-experiment on program administration in class. The class size was a major factor to put in consideration. The subject targeted in this study is the corporate cadre. The assessment is on the role of instructors, materials and program in TOEIC. The results revealed that less intensive programs increase performance. Instructor’s training/qualification was also seen not to influence gain scores although instructors’ presence was important in increasing performance than the materials alone. Candidates for overseas posting thus require specialized training.
Ciao, C., Qu, Y. & Morgan, R. (2010). The Relationships of Test Scores Measured by the TOEIC Listening and Reading Test and TOEIC Speaking and Writing Tests. TOEIC Compendium 13: 3-15.
The article talks about the link between TOEIC tests scores as measured by listening and reading on one hand and speaking and writing on the other. The setting was in Korea Japan and Taiwan where the participants came from albeit at differing percentage. The participants were of examinees from these countries. The method was largely experimental since the participants were subjected to speaking, writing, listening and reading tests. There were two scaled scores in listening and reading tests and the scores were reported on discrete scales. The TOEIC tests for writing and speaking reveal the scaled scores and score levels. Data analysis (and results) was done using the Pearson correlation. The reading and listening scores showed the highest correlation while the correlation between speaking and reading was lowest. Reading and writing scores correlated higher than speaking scores.
Feast, V. (2002). The Impact of IELTS Scores on Performance at University. International Education Journal, 3(4): 70-75.
The study investigates the link between English language proficiency levels (in IELTS scores) and academic performance at university among the international students. Although there is no specific setting, the study occurred within the context of amalgam of international university students who studied or worked where English is the primary medium of communication. The participants were the university students and method used involved ‘regression analysis’ (Feast, 2002). In the analysis, the students’ performance was the dependent v...